Transcript Stages of globalization

The Significant Challenges Facing The
International Education Industry in Thailand
by
Rev. Bro. Bancha Saenghiran, f.s.g., Ph.D.
Queen Sirikit National Convention Center
Thursday, Nov.29,2007
13.00-15.00 hrs.
1
Females
Males
ASIA
EASTERN & WESTERN EUROPE
UNITED STATES
=85
75-84
65-74
55-64
45-54
35-44
25-34
15-24
0-14
600000 400000 200000
0
200000 400000
600000
Total Population: 3.9 billion
728 million
298 million
Population structures in 2005 (Drawn to Scale)
Source: World Population Prospects, UN
2
Why the Interest in International Expansion?
• Latin America:
– By 2010:
• Chile’s enrollments (double from 570K in 2003 to 1MM
• Brazil grown from 1.9 MM t0 4.7 MM in the last 9
years will end the decade with 6MM
• Mexico will grow from 2.2MM to 3MM
• Asia:
– By 2020: (for 18 – 22 years old)
• China: grow from 3% to 20% (240MM students)
• India: grow from 4% to 8% (11MM students)
• Malaysia: grow from 14% to 40% (8.3 MM students)
Source: Larrian Val, Ideal Invest, SEP, U.S. Census Bureau, World Bank, Govt. of Hong Kong
3
Leading to………
• Global Challenges:
– Large youthful populations
– Facing similar challenges globally as DEMAND
exceeds SUPPLY especially in the limited public
system capacity constraints
– Opportunities to exploit the scalable education
enterprises to alleviate:
• Capacity constraints
• Effective and affordable education to a Mass market to
improve career opportunities and national productivity
• Decline in Brain Drain
• Increase in outsourcing capacity
4
Stages of Globalization
1. Flows of Capital and Goods
2. The Age of Mobility
3. Sharing in the World's
Prosperity
Ban Ki-Moon, UN Secretary General,
Bangkok Post,
5
July 11, 2007
Signs of Internationalization
1. Student mobility
2. Greater mobility of labor
3. International standardization of
expectations
4. Distance education
5. Other forms of cross border
education
6. Quality audit and assessment
etc.
6
Importance of Internationalization
Therefore, internationalization is important in order to
ensure further growth, development and reputation, meet
rapidly increasing demand for international education, add
value to the educational experiences of domestic students,
produce graduates with global understanding, skill and
imagination, enhance reputation for contemporary
relevance and quality and foster international relationships
and inter-cultural understanding ...
(Reeve, 2001, p.1)
7
Urgency of Internationalization of Education
• Economic globalization leads to frequent
flow of commodity, service, capital,
technology and information across national
borders
• Interdependence, interaction,mutual
stimulation, mutual influence
• Achieve compatibility to facilitate mutual
recognition
• Equip students with a global perspective to
prepare them for international competition
8
Purposes of Internationalization on Education
1. Personnel development
2. Improvement of standards
and quality of institutions or
to strengthen the institutions
3. Market share
4. Higher income
9
Reasons for Internationalization
• Increase student and faculty international
knowledge capacity and production (22%)
• Strengthen research and knowledge
capacity and production (21%)
• Create international profile and reputation
(18%)
• Contribute to academic quality (14%)
• Broaden and diversify source of faculty and
students (13%)
• Promote curriculum development and
innovation (8%)
Source: “Internationalization of HE: New directions and New Challenges” IAU, 2006
10
Actual Reasons for Adopting
Internationalization
1.
2.
3.
4.
5.
6.
To accommodate the students’ need to gain
advanced knowledge and foreign language skills
for their successful careers (92.8%);
to enhance institutional reputation (87.9%);
to recruit students with better qualifications
(87.9%);
to enhance students’ understanding of other
cultures (85.9%);
to receive better evaluations from the national
government (78.9%); and
to attract more international students (70.0%).
Source: “Korea’s Internationalization of Higher Education: Process, Challenge and Strategy”
by Eun Young Kim, University of Illinois at Urbana-Champaign and Sheena Choi, Indiana University –
Purdue University Ft Wayne
11
Benefits of Internationalization
• More internationally oriented students and
staff
• Improved academic quality
• Increased revenue generation
• Opportunities for brain gain
• Greater international understanding and
solidarity
• Innovations in curriculum, teaching and
research
• Foster “national and international”
citizenship
Source: “Internationalization of HE: New Directions and New Challenges”, IAU 2006
12
Risk of Internationalization
•
•
•
•
Homogenization of curriculum
Loss of cultural or national identity
Jeopardize quality of education
Growing elitism in access to international
education opportunities
• Overuse of English as a medium of
instruction
• Commodification and commercialization of
education programs
Source: “Internationalization of HE: New Directions and New Challenges”, IAU 2006
13
Definitions of Internationalization of Education
1. It can be described as “integration of culture
into teaching methods & processes by which
education becomes more internationally
oriented.”
2. It can be the “process that prepares the
community for successful participation in an
increasingly independent world, fosters global
understanding and develop skills for effective
living, working in a diverse world.”
(Kate Francis, et al.)
14
Definitions of Internationalization of Education
3. “The process entails integrating an international
dimension into all areas of research, teaching, and
service”
(Knight, 1997)
4. “A process of integrating an international focus into
the entire curriculum rather than relegating
international issues to special topics or other
peripheral activities.”
(Groenning and Wiley, 1990)
15
Transnational education
•“All types of higher education programs, or
sets of courses of study, or educational
services (including those of distance
education) in which the learners are
located in a country different from the one
where the awarding institution is based.”
UNESCO
16
Three common terms
• “internationalization of education” as
the most comprehensive
• “cross border education” as a subset
of “internationalization of education”,
and
• “trade in education services” as an
instance of cross border education.
Source: Knight (2004)
17
An emerging consensus 1/2
• Consensus at the ‘grass roots’
surrounding a range of conceptual
issues (Source: Koutsantoni, 2006a;Caruana and
Hanstock 2005; Lunn, 2006; De Vita, 2003; Killick, 2006;
Haigh, 2005; HE Academy, 2006; Caruana and Hanstock,
2003; Maxey, 2006; Bennell 2005; Shiel 2006):
– The need to re-create globalisation in the
form of social practices that confront
homogenisation
– Recognition that internationalisation is
about more than simply the presence of
international students on campuses and
sending students overseas
18
An emerging consensus 2/2
– Recognition that internationalisation is a long
term process of ‘becoming international’ or
developing a willingness to teach and learn from
other nations and cultures as distinct from
traditional definitions of ‘involving more than
one country’
– Awareness that internationalisation entails a
shift in thinking and attitudes which in itself
suggests common territory between this and
other agenda
– Awareness that internationalisation in the
context of higher learning and pedagogy has
social, cultural, moral and ethical dimensions
that both transcend the narrow economic focus
and establish a synergy with other agenda
19
Means of Internationalization
 Universities market their courses
"with an international orientation
in content, aimed at preparing
students for performing in an
international and multicultural
content."
20
Components of the Internationalization
of Education 1/2
1. The Internal Component
- Curriculum
- Issues for presentation and debates
- Internal resources
- Incorporation of these resources into the
principal activities
2. The Imported Component
- To bring foreign peoples and ideas to the
campus
- A systematic and formal way for student
to
interact with visitors must be
established
21
Components of the Internationalization
of Education 2/2
3. The Exported Component
- Students are exported to another
country to learn the innuendos and
complexities of another culture
through personal contact and daily
interaction
22
An evolutionary and sequential build-up in
foreign commitments overtime
1. In 1970s :
•
the incremental development approach to
internationalization.
2. In the 1980s and 1990s :
•
A contingency perspective - to enter foreign
market depending on its capabilities
3. In 2000s :
•
Increase levels of competition within global
markets
23
Three Waves of Internationalization in
Education
1. Students traveling to a host nation to study
2. Institutions establishing a presence in
international markets
3. The creation of branch campuses in foreign
markets, and the development of “on-line”
delivery of courses through ICT.
24
Four factors influencing the growth 1/2
1. The globalization of many businesses has
created the need for those businesses to link
with international education experiences via
an international network.
2. The demands for broader cultural experience
and language training have been increasing.
25
Four factors influencing the growth 2/2
3. The growth of expert knowledge has created
an opportunity for international HEIs.
4. Finally, an increase of income levels in some
developing countries has stimulated the
demand for international HE service.
26
Background of IE in Thailand
1. In the past, leaders of the country and people in
positions had their education outside the country.
2. Foreigners entered Thailand: They brought along with
them their families for various reasons.
3. In 2000, there was ministerial meeting...
- permitting to increase number of international
schools,
- exemption of foreign teachers in knowledge of
Thai language.
- lifting the ceiling of school fees and other fees.
27
Background ...
The policy on Internationalization of Thai HE
was emphasized under the long-range plan of
HE (1990-2004) and the 7
th
National HE Plan
(1992-1996).
Measures and guidelines were formulated for
internationalization of Thai HE and
encourage Thai HE institutions to play more
roles in the international academic
community and to open up to the world.
28
External pressures on Thailand:
Economic and Political changes
– HE link to globalization (international trend)
– Economic globalization intensified competitions in
labor, trades, and financial markets
– Neo-liberal ideology – manifested in the policies
discourses of international organizations such as
WTO, OECD, and APEC.
– Need to develop skilled-labor, high-tech, and capital
investment all of which require quality higher
education
– General Agreement on Trade in Service (GATS)
resulting from finalization of Uruguay Round (UR)
added pressure on opening the Thai domestic market,
especially in sectors like education, services and
agriculture.
29
Internal Challenges for Thai Higher Education
• Rapid expansion since 1990
(paralleled
economic development and the popular demand for HE)
• Traditional importer of HE (coupled with
GATS launching education market opening—
foreign academic institutions, eg. Training,
distance learning (Altbach 2001)
• Increased Student Mobility
• Faculty – traditionally free from the pressure of
conducting and publishing research (reinforces the
sense of faculty negligence in knowledge
production, leading some to attribute this to the
lower educational quality)
– Stake-holder demand HE to be more responsive to labor
market demand
30
Internationalization in Thailand
1. Expansion of International schools.
2. Expansion of international programs in HE.
3. Curricular improvement, adaptation, and creation
to suit
in alignment with
the changes in the world.
4. The use of foreign languages and technology have
been emphasized.
5. Standards and quality assurance system have
been implemented.
31
Number and Percentage of International Students
(Classified by Gender) 2003 - 2006
Year
Male
Female
Total
6000
2003
2,567
61.56 %
1,603
38.44 %
4,170
100 %
4000
Male
2004
2,530
58.38 %
1,804
41.62 %
4,334
100 %
2000
Female
2005
3,298
58.88 %
2,303
41.12 %
5,601
100 %
2006
4,693
54.99 %
3,841
45.01 %
8,534
100 %
0
2003
32
2004
2005
2006
Number and Percentage of International Students
(Classified by Education Level) 2003 - 2006
Year
Certificate
Bachelor
Master
Doctoral
Graduate
Diploma
Others
Total
2003
265
6.35 %
2,742
65.75 %
993
23.81 %
99
2.37 %
-
131
3.14 %
4,170
100 %
2004
217
5.00 %
2,959
68.27 %
997
23.00 %
113
2.61 %
7
0.16 %
41
0.95 %
4,334
100 %
2005
120
2.14 %
3,902
69.66 %
1,297
23.16 %
161
2.87 %
98
1.75 %
23
0.41 %
5,601
100 %
2006
786
9.21 %
5,490
64.33 %
1,827
21.41 %
249
2.92 %
8
0.09 %
174
2.04 %
8,534
100 %
6000
Bachelor
Certificate
5000
3000
Bachelor
0
Master
Doctoral
2003
Master
Bachelor
Doctoral
2000
1000
Bachelor
Bachelor
4000
Master
Master
Doctoral
Doctoral
2004
2005
33
MasterGrad Dip
Others
Doctoral
2006
Number and Percentage of International Students
(Classified by Top 10 Institutions) 2003 - 2006
No.
2003
Institution
2004
Number
Institution
2005
Number
Institution
2006
Number
Institution
Number
1
Assumption
2,046
49.06 %
Assumption
1,772
40.88 %
Assumption
2,248
40.13 %
Assumption
2,406
28.19 %
2
Webster
238
5.70 %
Mahidol
308
7.11 %
Mahidol
476
8.50 %
Mahidol
734
8.60 %
3
Thammasat
201
4.82 %
Thammasat
296
6.83 %
Chulalongkorn
243
4.34 %
Chulalongkorn
419
4.91 %
4
Chulalongkorn
188
4.50 %
Webster
185
4.27 %
Webster
217
3.87 %
Thammasat
397
4.65 %
5
Mahidol.
184
4.41 %
Stamford
168
3.88 %
Kasetsart
179
3.19 %
Mission
365
4.28 %
6
Stamford
182
4.36 %
Kasetsart
160
3.69 %
Thammasat
170
3.03 %
Siam
250
2.93 %
7
Mission
149
3.57 %
Mission
159
3.67 %
Siam
170
3.03 %
Rangsit
219
2.57 %
8
Kasetsart
136
3.26 %
Chulalongkorn
153
3.53 %
Rangsit
148
2.64 %
Thai Chamber
of Commerce
186
2.18 %
9
Rajapark
123
2.95 %
Chiang Mai
152
3.51 %
Chiang Mai
146
2.61 %
Bangkok
177
2.07 %
10
Sukhothai
Thammathirat
114
2.73 %
Bangkok
139
2.48 %
Bangkok
123
2.20 %
Stamford
173
2.03 %
11.
Others 81
Institutions
609
14.60 %
Others 81
Institutions
842
Others 81
19.43 % 34Institutions
1,481
26.44 %
Others 90
Institutions
3,208
37.59 %
Percentage of International Students
(Classified by Top 10 Institutions) 2003 - 2006
60
2003
50
2004
40
2005
30
2006
20
10
0
er s
r
oth ambe
h
ai C
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35
Number and Percentage of International Students
(Classified by Top 10 Countries) 2003 - 2006
No.
2003
Country
2004
Number
Country
2005
Number
Country
2006
Number
Country
Number
1
China
1,186
28.44 %
China
1,189
27.43 %
China
1,615
28.83 %
China
2,698
31.61 %
2
Myanmar
359
8.60 %
Myanmar
346
7.98 %
Myanmar
489
8.73 %
Myanmar
631
7.39 %
3
India
329
7.89 %
USA
331
7.64 %
Laos
436
7.78 %
Vietnam
599
7.02 %
4
Vietnam
304
7.29 %
Vietnam
308
7.11 %
Vietnam
409
7.30 %
USA
521
6.10 %
5
Laos
226
5.41 %
Laos
229
5.28 %
Japan
307
5.48 %
Laos
493
5.78 %
6
USA
203
4.87 %
India
227
5.24 %
USA
290
5.18 %
Japan
449
5.26 %
7
Japan
161
3.86 %
Japan
219
5.05 %
India
246
4.39 %
India
401
4.70 %
8
Taiwan
159
3.81 %
Cambodia
158
3.65 %
Taiwan
180
3.21 %
Cambodia
364
4.27 %
9
Cambodia
128
3.07 %
Taiwan
155
3.58 %
Cambodia
166
2.96 %
Korea
213
2.50 %
10
Bangladesh
122
2.93 %
Korea
120
2.77 %
Bangladesh
164
2.93 %
Bangladesh
209
2.45 %
11.
Others 72
Countries
993
23.81 %
Others 72
Countries
Others 72
1,052
24.27 % 36Countries
1,299
23.19 %
Others 105
Countries
1,956
22.92 %
Percentage of International Students
(Classified by Top 10 Countries) 2003 - 2006
35
30
25
20
15
10
5
0
2003
2004
2005
2006
s
her
Ot
an
r ea
Ko
esh
lad
ng
Ba
ia
od
mb
Ca
iw
Ta
an
Jap
A
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os
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ar
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Ch
37
Number of International Students
(Classified by Top 10 Fields of Study) 2003 - 2006
No.
2003
2004
2005
2006
Field of Study
Number
Field of Study
Number
Field of Study
Number
Field of Study
Number
1
Business
Administration
225
5.40 %
Business
Administration
350
8.08 %
Business
Administration
279
4.98 %
Business
Administration
1,148
13.45 %
2
Vedic Science
123
2.95 %
Marketing
230
5.31 %
Marketing
267
4.77 %
Thai Language
832
9.75 %
3
Information
Technology
119
2.85 %
Business
English
135
3.11 %
Thai Language
214
3.82 %
Marketing
414
4.85 %
4
International
Business
117
2.80 %
General
Management
117
2.70 %
Business
English
159
2.84 %
International
Business
241
2.82 %
5
Business
English
114
2.73 %
Int’l Business
Management
114
2.63 %
Business
134
2.39 %
Thai Studies
230
2.70 %
6
Marketing
98
2.35 %
International
Business
106
2.45 %
Business Adm.
Management
130
2.32 %
Business
English
179
2.10 %
7
Thai Studies
75
1.80 %
Information
Technology
97
2.24 %
Int’l Business
Management
127
2.27 %
Management
168
1.97 %
8
Computer
Science
74
1.77 %
Thai Studies
93
2.15 %
Computer
Science
101
1.80 %
Int’l Business
Management
139
1.63 %
9
Intensive Eng.
Language
55
1.32 %
Finance &
Banking
92
2.12 %
Information
Technology
95
1.70 %
Business
126
1.48 %
10
Topical
Agriculture
52
1.25 %
Hotel
Management
79
1.82 %
General
Management
93
1.66 %
Accounting
116
1.36 %
11.
Others 365
Programs
3,118
74.77 %
Others 365
Programs
2,921
Others 365
67.40 % 38Programs
4,002
71.45 %
Others 398
Programs
4,941
57.90 %
Percentage of International Students
(Classified by Top 10 Fields of Study) 2003 - 2006
15
2003
2004
10
2005
2006
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39
Number and Percentage of International Students
(Classified by Types of Universities) 2005 - 2006
Year
2005
2006
Public
University
Private
University
6000
Total
4000
2,200
39.28 %
3,401
60.72 %
5,601
100 %
3,814
44.69 %
4,720
55.31 %
8,534
100 %
Public U
2000
Private U
0
2005
40
2006
Internationalization of HE in Thailand
1. In policy;
- to promote and invest on IE in alignment with
globalization
2. In practice;
a) - Make a study on IE to set direction.
- Promote HEIs to open international programs.
- Collaborate with institutions outside.
- Set standards on curricula, etc.
b) Improve teaching and learning in foreign
languages.
c) Facilitate the entry of foreign students
d) Grant scholarships to excellent foreign students.
e) Collaborate with private agencies in doing market
plan.
f) Promote Thai art and culture in other countries
41
Key Challenges
• Differences are apparent concerning
the depth, scope, and mode of
internationalization
• reflected along various dimensions curricula, course contents, modes of
delivery and research
Sources: Beamish, P.W., Calof, J.L. (1989), "International business education: a
corporate view", Journal of International Business Studies, Vol. 20 No.3, pp.553-64. and
Dunning, J.H. (1989), "The study of international business: a plea for a more inter
disciplinary approach", Journal of International Business, Vol. 20 No.3, pp.411-36.
42
Range of new variables
• New providers and mix of providers
• New delivery mode, media and
locations
• New curricular forms and content
• New or changing qualifications
43
Issues to consider
• What trends had been observed in the Thai’s and
your institution’s international experience over the
past few years?
• What are the key obstacles identified in the
internationalization experience in your institution?
(lack of support?, lack of interest/time?, lack of
capacity?, etc. etc.?)
• What new institutional and individual capacity and
capability needs to be created?
• What impacts had the government’s and other
institutions’ internationalization initiatives on your
own institution’s strategies?
44
Developing Strategies
• Rationale/Drivers:
– Financial, Academic, developmental,
Competitive, Collaborative
– Proactive or Reactive?
• Depth:
– Core (linked to mission and vision) or
peripheral?
– Whole or part of institution?
• Breadth/Coverage:
– Narrow (focused on a particular international
activity)
– Functional (centered mainly around activities)
– Inclusive (cultural, cross-cutting, holistic)
Source: Middlehurst and Woodfield, http://www.heacademy.ac.uk/4265.htm
45
Institutional Strategies
• Outward dimension:
– Targeted – particular countries, institutions,
regions
– Scattergun/opportunistic – wide range of
countries, sharing risk
– Niche – focus on particular market (s)
– Mutual Benefit – cooperation and collaboration
• Within institutions:
– Separated – limited integration between
international activities
– Cultural – internationalizing the campus
– Holistic – integration into all aspects of an
institution’s activities
– Building specialist knowledge at different levels
Source: Middlehurst and Woodfield, http://www.heacademy.ac.uk/4265.htm
46
Curricula Challenge
• Rely too heavily on an international mix of
students and faculty to “globalize” their
courses, leaving their curricula much the
same in rather less depth than their
traditional, easier-to-pin-down subjects
(Ricks, D. 1992)
 “The purpose of the curriculum shall be to provide
for a broad education preparing the student for
imaginative and responsible citizenship and
leadership roles in business and society - domestic and
worldwide” (Vicere, A.A., Freeman, V.T. 1990)
47
Curricula Change
• Variety of ways of internationalizing
curricular contents in terms of
content have taken different forms,
e.g.:
– introduction of new courses in
international aspects of functional areas;
– making an introductory course in
international business required; and
– using material which is more tuned to
intercultural business environments.
48
Research change
• Refocusing the scope of research enquiries
in respective disciplines so as to examine
culture, practices and behavior in other
countries, or companies in foreign
countries.
• Both country-specific and company-specific
studies (or comparative studies of both) will
come under this area (Mintzberg, H.,1990;
Thakur, M.and Vozikis, G.,1990)
49
Traditional patterns of internationalization
• Some of these traditional patterns of
internationalization that could still be
explored are:
– joint ventures between two schools in two
countries;
– educational networks;
– diversification of faculty and students;
– globalized multidisciplinary action
projects; and
– international faculty exchanges.
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Challenges in modes of delivering
internationalization
• Various modes of delivery of
internationalized education include:
– international cases (Edge, A. and Keys,
B.,1990; Klein, R.D., et.al., 1993)
– simulation exercises (Tashakori, A. and
Dotson, M.,1989; Adler, N.,1986; White, J.B.,
1992)
– study-abroad programs (Nehrt, L.C.,1987;
Shooshtari, N.H. and Fleming, M.J.,1990),
– international internships
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Challenges in Internationalization
Potpourri Mix
• Non-collaborative, transnational, public and
fee based but not-for-profit
• Non-collaborative, transnational, private
and for-profit
• Collaborative, transnational, public and fee
based but not-for-profit
• Collaborative, transnational, private and
for-profit
• Transnational public-private partnership
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Transnational education challenges
• Sustainable university – sustainable
development – East/West perspective
– Inform national development policies and
priorities
– Give guidance towards a development
orientation in universities
• Particularity of East – distinction
within the concept of the East
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Institutional Challenges to Internationalization
Four major approaches to internationalization:
1.
Activity;
• Curricular development, faculty and students
exchange programs, and joint research
2. Rationale;
• Mainly concerned with the purpose of
internationalization (i. e. peace education,
education for international understanding, and
technical assistance)
3. Competency;
• Develop new skills, attitudes, and knowledge in
students, faculty, and staff
4. Process
• Integrates an international
dimension/perspective into the major functions
of the institution (De Wit 2003)
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International QA System Challenge
• Strengthening of existing national quality assurance
agencies (a) to stimulate international cooperation
and (b) to accommodate challenges generated by
transnational education and trade in education
services;
• Cooperation and networking in cross-border
projects on quality assessments and mutual
recognition agreements;
• Implementation of a framework and standard of
meta-accreditation of quality assurance agencies on
an international and global level; and
• Development of international QA schemes
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Conclusion
• Internationalization as a means to achieve
the goal of “world-class universities”
• Competition or Co-petition (collaboration
with competitors) as regional education
hubs
• Different roles of government played in
internationalization
• Different means of internationalizing
university education
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Implications
1. The internationalization of education services appears
to be developing in the same general pattern that has
been found in other industries
2. Education institutions that do not move beyond the
"first wave" may not fail, but will need to differentiate
themselves to remain attractive to students who can
undertake high quality, foreign supply courses in their
home country.
3. Institutions that adopt branch campus model will need
to invest substantially.
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Summary of Challenges 1/2
1. Education, from the west into developing
countries, tends to overlook cultural
differences.
2. Education institutions become more market
oriented.
3. Through GATS, education is being increasingly
drawn into the new global, free and competitive
world of economics.
4. Quality of education is being replaced with
quantity.
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Summary of Challenges 2/2
5. This sort of entrepreneurial activity pushes
students in the direction of a globalized,
technocratic, consumerist, fragmented world.
6. Access to higher education remains one of the
great inequalities in today's global community.
7. The role of education has become more linked
to globally competitive positions.
8. Brain drain Vs. Brain gain.
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In conclusion, success in international
education depends greatly on …1/2
 harmonization of the whole education system
 excellence in teaching, research and services
 relevant and up-to-date curricula and facilities
 excellent faculty and staff
 learning environment that reflects regional and
international aspects, with cultural identity and
safety
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In conclusion, success in international
education depends greatly on … 2/2
 networking with international associations
and centers for excellence
 meeting international standards
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